Date of Award


Degree Type

Doctoral Dissertation

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)




A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.

Committee Chair

David G. Title, Ed.D.

2nd Reader

Suzanne Marmo, Ph.D.

3rd Reader

Dianne Mumback, Ed.D.


The demands for teachers to integrate social-emotional concepts into the classroom have never been higher, yet there is little formal or informal professional development dedicated to developing competence in this domain. This mixed-methods study examined the impact of an ongoing, professional development series on the confidence and competence of teachers to integrate social-emotional instructional strategies into the classroom. Although a small sample size, participants reported increased confidence in integrating SEL concepts, noted the overall quality of their instruction improved, perceived increased support from school administration, and reported the model of professional development delivery as effective. This study suggests the merits of districtwide implementation of professional development that follows the study design and positions the original participants well to serve as facilitators for colleagues. Further, the positive results of this early stage of research support continued measurement of related outcomes for students in the classrooms of educators who have participated in this type of training, particularly in highly diverse schools.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.



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